Journal of nursing staff development : JNSD最新文献

In this article, the authors describe the Program to Increase Nursing Knowledge and Facilitate the Utilization of Nursing Diagnosis (PINK FUND) undertaken at the Medical College of Virginia Hospitals. The program prepared unit-based nurses to be facilitators for nursing diagnosis-based care planning. Major curriculum threads included theory of nursing diagnosis, planned change, and adult learning. Instructors modeled innovative instructional methodologies for participants. Program planners vigorously marketed the program to nurses within the institution. The program succeeded in preparing nurses to use the nursing process to deliver planned care. The program description will serve as a potential model for staff development educators seeking to increase staff competence in nursing care planning and documentation.

In an era of healthcare reform, escalating costs, and constant change, methods of care delivery that will produce satisfactory patient outcomes while maintaining or reducing the cost of care must be developed. In an effort to meet this goal, Community General Hospital of Thomasville, North Carolina, implemented the Patient-Focused Care Delivery Model. This article explains the planning, implementation, and evaluation phases of this project. Positive and negative aspects of the change also are discussed.

This study was conducted to identify self perception of clinical competence reported by medical-surgical nurses. The study used the model of clinical competence advanced by Benner (1984). Participants were invited to compare themselves with key aspects of Benner's (1984) model through analyzing their responses on a researcher-generated scale. Analysis of the responses on the Nursing Expertise Self Report Scale suggested both that the nurses were at the competent-to-proficient level of clinical practice and that nurses may not accomplish all aspects of the transition from novice to expert at the same rate. In this article, the use of self report of clinical competence in educational program design is explored.

Socialization is the process of moving from one social role to another by gaining knowledge, skills, and behaviors to participate in a group. Nurses who graduate from a nursing program, enter the work force, and develop a career undergo socialization as they become insiders in the hospital. The author's purpose in this article is to examine the socialization process of students in nursing education programs, in the workforce after graduation, and in the experiences a graduate may encounter during adaptation to the hospital.

As nurse educators find themselves faced with increasing responsibilities and as nursing administrators seek to use nurse educators in the most cost-effective, resource-efficient manner, alternatives to the traditional lecture must be sought. Tutored videotape instruction is an educational method in which a tutor serves to clarify points of confusion and to stimulate discussion during a videotape presentation. Using a hierarchal nested research design, there were no significant differences in participant preference or posttest knowledge scores between the methods. As a result, tutored videotape instruction was adopted as an acceptable educational method. In addition, tutored videotape instruction can serve as a developmental tool for RN preceptors as tutors and for newly hired critical care educators.

Nursing staff development departments across the country have responded to the anticipated changes in health care in a variety of ways. This need to reexamine the traditional role of the clinical instructor has resulted in the development of creative strategies designed to meet the unit-based education needs of nurses. In this article, the authors describe a comprehensive approach that not only meets the learning needs of staff members from several specialty units but also fosters their professional development.

A hospital nursing staff's understanding of policy and practice when using physical restraints and safety devices was evaluated using the knowledge test contained in a restraint research project designed at the University of New York at Buffalo. Although overall understanding of restraint use and policy was good, this evaluation pointed out areas of need that will be addressed in future education programs.